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Creating
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Imagine
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1) Explore and experience music concepts. Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence. |
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2) Generate musical ideas. Example: Improvise rhythmic and melodic variations on given simple melodies. |
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Plan and Make
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3) Demonstrate and choose favorite musical ideas. |
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4) Organize personal musical ideas using iconic notation and/or recording technology, with guidance. |
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Evaluate and Refine
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5) Apply personal, peer, and teacher feedback in refining personal musical ideas. |
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Present
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6) Demonstrate a final version of personal musical ideas to peers. |
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Performing
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Select
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7) Demonstrate and state personal interest in varied musical selections. |
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Analyze
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8) Explore and achieve awareness of music contrasts in a variety of music selected for performance. Examples: Demonstrate high/low, loud/soft, same/different. |
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Interpret
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9) Demonstrate awareness of expressive qualities that support the creators' expressive intent. Example: Interpret a story through vocal exploration, dynamics, and tempo. |
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Rehearse, Evaluate, and Refine
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10) Apply personal, teacher, and peer feedback to refine performances. |
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11) Use suggested strategies in rehearsal to improve the expressive qualities of music. |
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Present
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12) Perform music with expression. |
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13) Perform appropriately for the audience. |
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Responding
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Select
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14) List personal interests and experiences and demonstrate why they prefer some music selections over others. |
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Analyze
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15) Demonstrate how a specific music concept is used in music. Example: Respond with purposeful movement to the steady beat of a piece of music. |
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Interpret
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16) Demonstrate awareness of expressive qualities that reflect creators'/performers' expressive intent. Example: Use body percussion to reflect dynamics in a piece of music. |
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Evaluate
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17) Apply personal and expressive preferences in the evaluation of music. |
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Connecting
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18) Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86. |
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